Today, over three-quarters of faculty heads report that their institution now offers online courses, online learning enrollments are growing ten times faster than traditional enrollments, and thirty-one percent of all education students now take a minimum of one course. Given the present economics of higher education, it's likely that teaching institutions (and students) will still profit of the various benefits of studying  online. From an institutional standpoint, online learning is a reasonable due to increase student enrollment and revenues without having to create corresponding investments in infrastructure. Additionally, by removing the necessity for physical presence in the classroom, online learning has the potential to form education accessible to a way larger population, while accommodating the strain of a fast-paced and global society. Students take pleasure in the pliability of online and hybrid degree programs that allow them to integrate their professional and individual lives, while remaining competitive in rapidly evolving professional landscapes. Comparing online and face-to-face courses may be a complex and potentially deceptive endeavor. Online learning outcomes are influenced by a spread of things including students’ motivation and demographics, instructional design and methods, further as technology choices. However, the easy approach of comparative studies is compelling. Since online courses initially replicated face-to-face courses, the temptation to match the 2 environments is difficult to resist. Within the sphere of distance education itself, prior research has focused on students and instructional approaches. Issues associated with teachers’ experiences are generally under-researched, although the shift in roles and responsibilities experienced by online teachers doesn't decrease their importance in the online classroom, even as “the virtual presence of a tutor doesn't diminish the central role of teaching”. Additionally, existing research on teachers’ experiences has mainly focused on the identification of practical barriers.

Keywords: Teaching, Potential, Online Teaching, Experience, Motivation, Demographic, Students.